4 Preface Brigham Young University publishes a Graduate Catalog that describes the university policies and procedures for graduate study. It is essential that you become familiar with the introductory sections of the Graduate Catalog (available only online at as well as the section specifically describing the graduate programs in Psychology. The Graduate Catalog is the first and most important source of information available to you. This Handbook is published by the Psychology Department as a supplement to the Graduate Catalog. As such, it describes policies and procedures that are specific to the graduate programs in Psychology. The Handbook has two main goals: first, to make clear the expectations and procedures related to the academic curriculum and graduation requirements; second, to provide some of the nuts and bolts of successful and timely completion of those requirements. Comments and suggested revisions for the next edition of the handbook should be forwarded to the Coordinator of Student Programs in the Department of Psychological Sciences.

7 INTRODUCTION Welcome from the Faculty Welcome to the graduate programs in the Department of Psychological Sciences at Brigham Young University! We welcome you as a friend and colleague joining us in the development of the profession. We want you to feel accepted and comfortable at the University and in the community. If you have any difficulties with which we can help, please let us know. When you were admitted, you were assigned a Faculty Advisor who will serve as your Committee Chair throughout the program. If you have questions or need particular information, please talk to your assigned advisor first. If you need further assistance please contact the Student Programs Coordinator. The graduate alumni can be found in a variety of professional specialties. Many have reported that they were very well trained at Brigham Young University. We look forward to your own success and pledge our effort to help you. Work closely with your advisor in planning your program of study. Carefully consult the course requirements list which appears in Chapter 3, 4, or 5. Department of Psychological Sciences Mission Mission Statement. Dedicated to the discovery, dissemination and application of truth about human nature. Vision Statement. Our vision is to create an engaged, respectful community dedicated to intellectual inquiry and learning in an environment that fosters creative and critical thinking, active discourse and rigorous experimentation. We strive to discover and utilize knowledge about human beings that contributes to the betterment of human life. We seek to assist students to understand, integrate, and responsibly use that knowledge in their lives with breadth, depth, and character. We are a faith-based faculty who appreciate the diversity and value that divine revelation and spirit-guided living bring to intellectual and scientific inquiry. We encourage scholarly diversity by exposing our students to a wide range of theories about human nature and methods of investigation. We aspire to excellence in our undergraduate and graduate training programs, and in the human impact of our scholarship and service. Values. Education: Critical thinking; Effective communication; Discovery, dissemination, sharing and application of knowledge; Skill development Excellence: Striving for highest possible quality and impact in scholarship, service and teaching Service: Committed, generous, and collaborative service to the University, community and Church Community: Respect for students, faculty, staff, administration, and policies; Respect for diverse individual, theoretical and cultural viewpoints; Fostering of cooperation and altruism Freedom: Choice of direction of one s scholarly inquiry; Agentic pursuit of personal growth, belief, and expression of faith Spirituality: Recognition of the Divine and the spiritual aspects of human nature 1-1

8 Department Administration The College of Family, Home and Social Sciences, directed by Dean Benjamin M. Ogles, includes the Department of Psychological Sciences. There are about 30 full-time faculty members in the department, chaired by Dr. Dawson W. Hedges. There are two associate chairs: Dr. Bruce L. Brown is the associate chair representing student concerns such as curriculum, graduation requirements, etc. Dr. Michael J. Lambert, associate chair for faculty, represents issues such as recruitment, faculty teaching assignments, etc. Dr. Bruce N. Carpenter serves as the Director of Clinical Training. About twenty faculty members have their offices in the Spencer W. Kimball Tower, the others are considered core faculty in the Clinical Psychology program and are located in the Comprehensive Clinic. In addition to the full-time faculty, professionals with BYU s Counseling and Psychological Services and various adjunct institutions provide supervision to clinical students in practica, clerkships, and externships. The administrative role of faculty members in Psychology at BYU is traditional. During any given year there have typically been between 45 and 50 doctoral students in clinical psychology as well as 10 to 20 doctoral students and 20 to 25 master s degree students in the other specialties within the Department of Psychological Sciences. The Master s program has now been furloughed and the non-clinical doctoral program strengthened, so the latter numbers are changing. We expect to admit eight students into the clinical psychology program and eight into the other doctoral emphasis areas each year. Undergraduate education is also a major focus of the department, with nearly a thousand majors and virtually all faculty members involved in undergraduate teaching. The Department Chair reports to the Dean of the College of Family, Home and Social Sciences, who is assisted by three Associate Deans and several Assistant Deans. One has specific responsibility for graduate clinical programs in the college, including Clinical Psychology, Social Work, and Marriage and Family Therapy. Clinical Program Administration Bruce N. Carpenter currently serves as Director of Clinical Training and Patrick Steffen as Associate Director over practicum supervision, with Elizabeth J. Norton as Executive Coordinator of Clinical Psychology. They meet regularly to address administrative matters. All eleven members of the core clinical faculty have membership in the Clinical Training Committee which meets on a monthly basis. In addition to the clinical faculty, three student representatives are invited to attend this meeting to address and vote on the different issues discussed. Student representatives are excluded only on issues dealing with individual students or faculty where privacy and confidentiality are major considerations. The Comprehensive Clinic The Clinical Psychology program is housed in the Comprehensive Clinic, a building separate from the Department of Psychological Sciences. This building, a state-of-the-art facility, was constructed especially for graduate academic programs in the social services, including Clinical Psychology, Marriage and Family Therapy, and Social Work. It houses classrooms, a centralized computer system, therapy and assessment rooms, a play therapy room, a testing materials center, a centrally-controlled videotaping room with video cameras in each therapy room, portable video players and monitors for use in supervision, an assessment room for use in the computerized scoring of psychological tests, three clinical research rooms, and community reception areas. Downstairs, the Department of Communication Disorders 1-2

9 maintains a number of smaller therapy rooms as well as an excellent Neuroscience laboratory. A well-trained administrative staff oversees the functioning of the building, and Comprehensive Clinic personnel are responsible for reception and client intake. They also maintain and facilitate the clinic computer system, retain and check out tests and materials, manage a sophisticated client record-keeping system, impose quality controls, facilitate relationships with other community agencies, and oversee the centralized photocopying and fax machines. The Context of the University Brigham Young University is a private institution sponsored by The Church of Jesus Christ of Latter-day Saints (LDS). It originated from the Brigham Young Academy, a privately endowed school which was organized in Although the original academy was not directly sponsored by the Church, the LDS community and ecclesiastical leaders provided financial support for the institution for many years. In 1896 the LDS Church became the direct sponsor of the University and provided funds to support it. Today the Church provides the main financial support, and selected Church leaders are on the Board of Trustees. Most undergraduates at Brigham Young University are members of the LDS Church. Their education in the liberal arts and sciences is augmented by classes focusing on religious topics. These students are a select group, with average ACT and SAT scores higher than those at any other university in the Intermountain West. About three-fourths of them are fluent in a language other than English. Active members of the LDS Church contribute tithing (10% of income) to the Church. The University recognizes this contribution by keeping tuition considerably lower than that at most other private universities. The tithes of Church members pay about two-thirds of the cost of educating a BYU student. Students who are not members of the LDS Church pay double tuition, much like the higher tuition for non-residents at state institutions where resident taxes provide the main financial support. This tuition differential has been reviewed by many accrediting bodies, including the Commission on Accreditation and the American Bar Association. They recognize that students who are members of the LDS Church are already subsidizing the costs of the University. The influence of ethical and moral values is directly felt by all who attend BYU. As part of the admissions procedure, all who apply are interviewed by an LDS bishop or a clergyperson of their choice in order to affirm their commitment to the university's standards. During the Department s interview of graduate finalists, the Honor Code is again explained, including the Academic Honesty Policy and the Continuing Student Commitment and Ecclesiastical Endorsement Program, as well as Dress and Grooming Standards and Residential Living Standards. These can be accessed through the Honor Code Office web site or the current BYU Graduate Catalog. Those who enroll at the University agree to abide by these behavioral standards, reaffirming this commitment in an annual ecclesiastical interview. LDS students are expected to remain in good standing in the Church. 1-3

20 GENERAL PRINCIPLES AND STUDENT-FACULTY RELATIONS Our program is founded on principles of respect for one another, tolerance for differences, ethical behavior, and fairness in our activities. Beyond providing a positive learning environment, we seek to model the values and behaviors we expect of our graduates as they proceed into their professional lives. Whereas the policies described in this section are designed to clarify ways in which problems can arise and the due process in handling them, we emphasize that problems are not commonplace and that nearly all program activities are marked by conscientiousness, respect, and evident progress. To further enhance our positive learning environment, and to assure that students understand their rights and responsibilities, particular policies and procedures are described here to highlight key elements. Students with Disabilities Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If students have any disabilities that may impair their ability to complete this course successfully, they are asked to please contact the University Accessibility Center ( ). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the UAC. If students need assistance or if they feel they have been unlawfully discriminated against on the basis of disability, they may seek resolution through established grievance policy and procedures. They may contact the Equal Employment Office at , D-282 ASB. Preventing Sexual Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If students encounter sexual harassment or gender-based discrimination, they are encouraged to talk to their professors; contact the Equal Employment Office at or (24- hours), or or contact the Honor Code Office at Academic Conduct In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic dishonesty (e.g., cheating, plagiarism, etc.) is unacceptable and will result in whatever disciplinary action the instructor and program deem appropriate, including no credit for assignments, failure of the course, referral to the Honor Code Office, and/or other program and University sanctions (including dismissal). Portraying the work of others as their own, whether intended or not, is unethical. In university courses students are expected to learn the appropriate procedures of their discipline for citing others' work. Remember that all students are bound by the University Honor Code and guidelines for avoiding plagiarism and other academic misconduct and by an obligation for assisting other students in fulfilling their commitment to be honest and respectful. Professionalism in Public Representations Each person within the University community should understand that their affiliation with the University and as professionals within psychology places a responsibility for them regarding 2-1

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